Action research and transformative learning in teaching development

• Published in: Educational action research Vol. 12; no. 2; pp. 259 - 272
• Main Author: Gravett, Sarah
• Format: Journal Article
• Language: English
• Published: Taylor & Francis 01.06.2004; Routledge
• Subjects: Action Research; Attitude Change; College Faculty; Criticism; Educational Environment; Higher Education; Interaction teaching; Learning styles; Learning Theories; Metacognition; Professional development; South Africa; Teacher Attitudes; Teachers; Teaching Methods; Transformative Learning
• ISSN: 0965-0792; 1747-5074
• DOI: 10.1080/09650790400200248

The article reports on an action research project, informed by transformative learning theory. Transformative learning involves individuals gaining an awareness of their current habits of mind, and resulting points of views accompanied by a critique of their assumptions and premises, an assessment of alternative views, a decision to negate an old perspective or view in favour of a new one, or to make a synthesis of old and new, resulting in more justified beliefs to guide action. The action research was designed to change the perspectives and practices of higher education teachers from a teacher-centred to a learning-centred dialogic approach. The research demonstrated that a transformation in teaching perspective could be achieved through action research that involved inquiring and interactive teaching. However, implementing the new perspective required additional sustained support. The research also confirmed that action research is a viable means of exploring transformative learning in educational settings.